Assessment Details

The validated details of the assignment are given below.  A word count must be provided at the end of your assignment.  You are permitted to write 10% more than the target number of words for each assignment, but do not write more than that as markers will not normally read or take into account anything beyond that additional 10%.

If you use a quotation long enough to be presented separately from the body of your essay, do not include it in your word count.

Your assignment must be submitted by 3pm on the date published as the deadline.  It should be posted in the assignment box situated inside Bredon, to the left of the main entrance door as you enter the building.  Assignments of a pass standard that are submitted late, but within five days of the submission date and time, will be awarded D-.

Students who fail to submit an assessment item will not be entitled to submit a reassessment, unless they can provide mitigating circumstances which accord with the criteria published in University regulations, and which are accepted.

There is only one assignment for this module:

An essay of 2,500 words, 100%. Learning outcomes assessed: 1-4

Select one essay title from those listed below. Your essay should demonstrate a close focus upon and an analytical reading of the texts taking into account the historical and social contexts. Your work must be supported by appropriate critical reading. Please note the learning outcomes for the module as above. Ensure that you reference appropriately and please note the policy on plagiarism.

1. ‘Landscapes are at once geographic and historical, natural and cultural, experienced and represented, and present a spatial interface between human culture and physical terrain’ (Jane Suzanne Carroll, 2011). Discuss this statement in relation to two texts studied during the course of this module.

2. Many nineteenth century writers for children ‘expressed prevalent concerns concerning childhood, especially in relation to poverty, the family and religion’ (Davin, 2001). Discuss the moral approach taken and the construction of childhood in one nineteenth and one twentieth or twenty-first century text studied during the course of this module.

3. ‘One of the intriguing by-products of historical fiction is its dissemination of a culture’s shared recollection of the past. Historical fiction functions in this capacity as both a memory and a transmitter of culture.’ (Kim Wilson, 2008) Discuss this observation in relation to two texts studied during the course of this module.

4.  “before rejoicing or grieving over a return of the Middle Ages, we have the moral and cultural duty of spelling out what kind of Middle Ages we are talking about” (Umberto Eco, Hyper-Reality Travels in Hyper-Reality) Discuss the use and approach to the Middle Ages in any two texts studied during the course of this module.

5. Hardwick describes literature for children and Young Adult literature as ‘the negotiation of this blurred “boundary between childhood and adult life.”’ Discuss how this statement may be applied to two texts studied during the course of this module and what are the results of doing so.

6.Tropin (2007) observes that at the end of the twentieth century ‘landscapes are ever bleaker, the Utopias more and more precarious and endangered, [and] dystopias have entered the safe realm of children’s literature’. Discuss this comment in relation to two texts studied during the course of this module.

Assignment submission date:

Wednesday May 14th 2014.

Assignment return dates:

Assignment 2 on or before June 16th, 2014

Referencing

Students should ensure that their assignments conform to accepted academic practice in providing references, bibliography, etc.: the mandatory University-wide referencing system may be found at http://www.worcester.ac.uk/studyskills/630.htmNB: It is the Harvard Citing and Reference Guide on that page that you must use.

Plagiarism

Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone else’s work – whether that of a published author, an Internet site contributor, or a fellow student – and passing it off as your own.

Since a fundamental purpose of a degree course is to develop your ability to think and argue for yourself while organising and presenting research/secondary reading, plagiarism is a very serious offence – but the plagiariser is likely to be the chief victim.

Remember, each piece of coursework is accompanied by a tracking sheet, on which you will have ticked a box to affirm that the work is your own and all sources have been fully acknowledged.

Plagiarism may arise through careless note-taking. Make sure that you keep a clear record of the source of any notes, photocopies or down-loaded material. Make sure that your notes distinguish between verbatim material and your own summaries of the point or argument – but remember, whichever you use, you must still acknowledge the source. It is all too easy to copy and paste material from the Internet into an assignment – but it is also very easy to track down that material using an ordinary search engine like Google or the more specialised ones now available to UW staff. Remember, Internet sources must be acknowledged in the same way as print material (see the appropriate section in your Subject Handbook).

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